The need for more effective communication across different countries has increased as the interactions between them have been growing. Communication is often difficult because of both language differences and cultural differences. Although there have been many attempts to meet the communication need on the level of language with machine translators and dictionaries, many problems related to cultural and conceptual differences still remain. To improve traditional machine translators and cross-cultural communication aids, it is necessary to develop automated mechanisms to analyze cultural differences and similarities. This thesis approaches the problems with automatic computation of cultural differences and similarities. This thesis, GlobalMind, provides common-sense databases of various countries and languages and two inference modules to analyze and compute the cultural differences and similarities from the databases. I describe the design of GlobalMind databases, the implementation of its inference modules, the results of an evaluation of GlobalMind, and available applications.; by Hyemin Chung.; Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2006.; Includes bibliographical references (p. 103-106).

Through aggressive legislative and educational policies Indigenous languages
globally have been shifted to the language of the dominant society. Globalization has
brought previously geo-politically and/or geo-linguistically isolated people and language
. groups into close proximity that necessitated interaction and at times intense power
struggles. There are currently approximately 6,000 spoken languages in the world, more
than half are either endangered, dying or disappearing altogether. Canadian statistics
reveal an overall 3 % decline in the intergenerational transmission of language. Of the
original 60 Indigenous languages spoken in Canada, 8 are extinct, 13 are nearly extinct,
and 23 are critical. The remaining languages have a slim chance of survival. Within the
next 100 years only 4 Indigenous languages will remain. The Hodenosaunee languages
of Southern Ontario are not incl~ded among the list of languages that will survive the
next 100 years. There are, without a doubt, complex challenges in the maintenance of
Indigenous languages within a dominant-culture influenced environment. Given the
increasing awareness of the social impact of linguistic integrity and preservation of
languages on Indigenous people as a whole...

Fonte: Published for the Use of English course, Faculty of Arts and General Studies, University of the West Indies by the Cedar Press; Published for the Use of English course, Faculty of Arts and General Studies, University of the West Indies by the Cedar PressPublicador: Published for the Use of English course, Faculty of Arts and General Studies, University of the West Indies by the Cedar Press; Published for the Use of English course, Faculty of Arts and General Studies, University of the West Indies by the Cedar Press

Cuthbert, Marlene; (Issuing Body) H.D. Carberry Collection of Caribbean Studies (University of Illinois at Chicago); H.D. Carberry Collection of Caribbean Studies.; (Bibliography) Includes bibliographical references.; (Internal Comments) Selected images from this book have been digitized as part of the University of Illinois Chicago’s Carberry Collection of Caribbean Studies, with the images and annotated notes on the editions serving as a resource for those studying bibliographic history and Caribbean Literature. In most cases, these works are restricted by copyright and so the full volumes are not digitized. Carberry Collection of Caribbean Literature (University of Illinois at Chicago)

This Topical Issue is based upon a submission to the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs Inquiry into language learning in Indigenous communities, and has a specific focus on lessons the authors have learnt from working with Indigenous peoples in remote regions as both educators and researchers. The focus is on the role of Indigenous languages in emergent development activity in remote Australia and the out-of-school language and literacy needs of Indigenous adolescents and young adults, with a focus on the digital economy.; "A version of this Topical Issue was provided as a submission to the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs Inquiry into language learning in Indigenous communities ... Submissions to the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs Inquiry into language learning in Indigenous communities can be viewed at

New Guinea is the most linguistically diverse region in the world. There are over 1000 languages found there, reflecting a complex history of migration and interaction. The Upper Sepik is one of New Guinea’s most linguistically heterogeneous areas but because the area has not been marked by the significant population movement and intense and far-reaching exchange systems apparent for some parts of New Guinea, this diversity may be more indicative of processes that maintain rather than lead to linguistic diversity. Accordingly, the region may offer great potential for those investigating population histories. With this potential in mind ethnographers went into the Upper Sepik during the 1960s and 1970s with the intention of making representative material culture collections for the language groups found there. These collections combine to be, arguably, one of the most fine-grained material culture datasets that exist for New Guinea.
This thesis describes the manner in which these collections were documented and used to create a dataset to test for relationships between material culture and language. It begins with an overview of the study area including descriptions of the geography, environments, subsistence systems, settlement structures and social patterns...

Kaurna, the language of the Adelaide Plains, has been taught now for many years. It was introduced into Kaurna Plains Early Childhood Centre in 1989/90 and Kaurna Plains School in 1992 and has been taught there ever since. It has also been taught in a range of other schools and institutions to children of all ages, adults, members of the Kaurna community and to the public at large. By far the biggest hurdle confronting efforts to implement Kaurna language programs has been finding the teachers. Teaching languages requires special skills, and teaching a language, such as Kaurna, that is being reclaimed from written sources poses additional challenges, not least being the need to learn the language first and to be flexible and creative in developing new words and expressions where needed. It has been especially difficult to find young Kaurna people to take on the teaching. One who has risen to the challenge is Jack Kanya Buckskin, who started out working on Kaurna language projects, which included recording Kaurna words and phrases. He began attending Kaurna language classes at the Living Kaurna Cultural Centre, Warriparinga, then taught these classes in 2008 and in 2009 took full responsibility for these and other Kaurna language classes at Kaurna Plains School. This paper reflects on the positives that flow from taking on the teaching role...

'Language Ecology and Language Planning in Chiang Rai, Thailand' had three main aims: to study the language ecology and sub-ecologies of Chiang Rai province, to study the factors and forces that affect the language ecology, and to study language plans and language policies in Chiang Rai.
This study employed two main frameworks: theoretical and methodological framework. The theoretical construct is based on a parameter rich linguistic theory, Ecolinguistics, where concepts and parameters from linguistics and non-linguistics disciplines are employed. The parameter rich theory assists immensely in the understanding of language as it believes that language is interconnected with the world and the world with language. The study was conducted using ethnography as the methodological framework due to it allowing a wide array of data collection methods which include document studies, observation, participant observation, recorded and unrecorded interviews, personal communications and field notes. Moreover, ethnography provided an opportunity to reflect on the researcher's multiple identities and in varying degrees as insider and outsider. Data collection was conducted in Chiang Rai and six villages in three districts; two districts in the Greater Mae Khong Subregion (G1-IS) area namely Chiang Khong and Chiang Saen; and one district in a special economic border zone area Maesai district. The districts were chosen based on economic influences while the six villages were randomly selected. The villages studied were Wiang Mok and Huay Kok villages in Chiang Khong district; Sop Ruak and Santhaat villages in Chiang Saen province; and Phamee and Payaang Chum in Maesai district. Data were also collected from stakeholders concerned in language planning namely government and nongovernment organizations.
There were two main findings in accordance with the research aims. Firstly...

Prior to the arrival of Captain James Cook in 1788, approximately 250 Aboriginal and Torres
Strait islander languages with 600 to 800 dialects were spoken throughout modern-day
Australia; however, from the late-eighteenth to mid-nineteenth century, these languages began
to become extinct due to the colonists' diseases, massacres of ATSI people, and various
assimilation policies. Today, the majority of these languages are no longer in existence; in
fact, just twenty are considered by linguists to be strong. There is great value in supporting the maintenance of ATSI languages, both for ATSI people,
whose culture is intrinsically linked to language, and the wider Australian community, who
benefit from the knowledge passed down through these languages. Since the late 1980s, the Australia Federal Government has addressed the loss of ATSI
languages at the national level through its national ATSI languages policy. This policy has evolved from three policy texts:
National Policy on Languages (NPL), 1987: As its name suggests, the NPL addressed a number of languages; however, it did contain a section directed at ATSI languages. Dr. Joseph Lo Bianco, a language specialist and author of the NPL, outlined five actions to be
taken by the Government to help maintain ATSI languages. Although Prime Minister Hawke announced the Government's full endorsement of the NPL...

The purpose of this study was to examine what secondary English to Speakers of Other Languages (ESOL) teachers understand about social and academic language, what instructional strategies they use for Limited English Proficient (LEP) students, and how these concepts are operationalized in their daily practice. ^ This was a mixed method study incorporating both quantitative and qualitative data collection and interpretation. Written questionnaires and individual interviews addressed the questions on teachers' definitions of social and academic language and their strategy use. Classroom observations provided verification of their definitions and their descriptions of instruction for academic language. ^ Findings indicated that teachers' definitions of social and academic language were still developing and that there were ambiguities in identifying examples of social and academic language. The use of graphic organizers or visual supports, groups or peer partners, role play or drama, and modeling were the strategies teachers consistently listed for beginner, intermediate, advanced and multiple level classes. Additionally, teachers' descriptions of their instruction were congruent with what was observed in their classroom practice. ^ It appeared that this population of secondary ESOL teachers was in the process of evolving their definitions of social and academic language and were at different stages in this evolution. Teachers' definitions of language influenced their instruction. Furthermore...

We show a representation of Quantum Computers defines Quantum Turing Machines
with associated Quantum Grammars. We then create examples of Quantum Grammars.
Lastly we develop an algebraic approach to high level Quantum Languages using
Quantum Assembly language and Quantum C language as examples.; Comment: 32 pages

The expansion of potential meaning for a dramatic text should be possible when two languages are performed simultaneously. Sign Language Theatre, through simultaneous use of American Sign Language (ASL) and spoken English, offers an opportunity to determine if two languages can interact effectively to enhance meaning. If the interaction is successful for both languages, then it should be self-evident during performance. Videocassette recordings of Shakespeare performances produced by Sign Language Theatre were observed and specific segments analyzed to determine if this was true. It was discovered that there are evident strengths and weaknesses that exist and in turn must be acknowledged before meaning achieves a high degree of clarity. Sign Language Theatre has not effectively directed its attention to techniques that support enhanced meaning. Review of scripts, prompt books and internal memos indicated that minimal efforts were made to develop techniques supporting the use of two languages in performance application of post-colonial theory also offered explanations as to why these social and political events have prevented the full artistic development of Sign Language Theatre over the past thirty-five years. Close analysis also revealed that the translation process requires more study and development before Sign Language Theatre can develop as an art form. The combination of close analysis of the video segments and the translation process led to the recognition of possible steps towards enhanced meaning in performance and identified potential areas of focus essential for the development of Sign Language Theatre.; Abstract / Introduction / Methodology / Language and Meaning / Transitions: From English Text to Sign Language / Post Colonial Theory and Sign Language Theatre / The Early Years / The Analysis of Early Productions / Productions of the 1990's / Conclusion / Notes / Appendix A / Appendix B / Appendix C / Appendix D / Appendix E / Appendix F; Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS OF ENGLISH at the CLEVELAND STATE UNIVERSITY...

My main thesis can be summed up in two sentences: first, genuine universals of culture or cognition cannot be formulated if we do not have at our disposal some well established universals of language; and second, generalizations about cross-cultural differences can be sharpened and tightened if they are based on universals of language. The idea is simple and can be presented in the following series of statements: In searching for either universal or culture-specific features of human cognition we are searching for certain generalizations; These generalizations have to be expressed in some language; Each language carries with it some ways of thinking that are peculiar to that language, that is, not universal; If we uncritically formulate some hypothetical universals in one particular natural language, for example, English, we run the risk of distorting those universals by imposing on them the perspective embedded in that particular language; and the same applies to our descriptions of cultural differences; If our language of description is not to introduce a language-specific bias, this language itself has to be universal, in the sense of not being tied to a particular culture and society. Hence the conclusion: genuine universals of culture or cognition can only be formulated if we have at our disposal a universal language...